First Grade Social Studies

Families and Schools
Unit 5: How Do We Get Along with Others?
SS0105
First Grade Social Studies: Families and Schools
Unit 5: How Do We Get Along with Others?
Big Picture Graphic
Overarching Question:
How do citizens shape a community?
Previous Unit:
How Do We Learn About
the Past?
This Unit:
Next Unit:
How Do We Get Along with Others?
Questions To Focus Assessment and Instruction:
1. Why do we need rules?
2. How can we get along with others?
3. How can citizens work together to solve problems?
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Grade 2
Local Communities
Types of Thinking
Classifying/Grouping
Cause and Effect
Generalizing
Identifying perspectives
Issue Analysis
Problem Solving
Non-linguistic representations
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Families and Schools
Unit 5: How Do We Get Along with Others?
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Graphic Organizer
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Families and Schools
Unit 5: How Do We Get Along with Others?
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Unit Abstract:
This unit develops students’ understanding of and appreciation for the rule of law in the United
States. They begin by exploring the purpose of rules and how they limit absolute freedom.
Through literature students learn about three reasons for rules: to keep people safe, to keep things
orderly and organized, and to make things fair. Next, students are introduced to the concept of
“fairness” and how it applies to their lives at home and in school. They learn that fairness requires
treating people in equitable, but not necessarily identical, ways. Using literature, students identify
situations that are fair and unfair and explore the relationships among fairness, conflicts, and rules.
In developing an understanding of citizenship, students consider why rules are important when
people are in groups. Rules for groups such as the family, classroom, and school are used to
identify rights and responsibilities associated with membership in each group. Students then apply
their understanding of fairness to rules by identifying criteria for determining whether a rule is fair
and then evaluating rules based on these criteria. Using different scenarios and literature,
students distinguish the use of power without authority and the use of power with authority. Next,
students build on their personal experiences with how rules are enforced. Using two stories, they
engage in cross-text comparisons. They discuss how people in authority – those who have the
right to use power – also have the responsibility to treat people fairly. To broaden their
understanding of citizenship, the children consider circumstances where rules are unfair or conflict
with one another. They weigh the importance of the rights of others, the rule of law, compassion,
courage, and honesty in deciding whether to follow a rule. Students then listen to a story about Dr.
Martin Luther King, Jr. and explore how his actions with respect to unfair laws resulted in a national
holiday in his honor. Through a lesson about citizenship and national symbols, students then
broaden their understanding of rules, rights, and responsibilities from family and school to their
town and country. Students then investigate several symbols of the United States and create an
informational display about their assigned symbol, which they present to small groups. The unit
concludes with students practicing their citizenship skills by taking on the role of citizens in an
imaginary neighborhood and then role-playing situations in which they apply concepts of rules,
fairness, majority rules, power, and authority.
Focus Questions
1. Why do we need rules?
2. How can we decide whether a rule is fair?
3. How can citizens work together to solve problems?
Content Expectations
1-H2.0.7
Identify the events or people celebrated during United States national holidays and
why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther
King, Jr. Day, Presidents’ Day).
1 – G.1.0.2: Give examples of places that have absolute locations (e.g., home address, school
address).
1 - C1.0.1:
Identify some reasons for rules in school (e.g., provide order, predictability, and
safety).
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Families and Schools
Unit 5: How Do We Get Along with Others?
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1 - C1.0.2:
Give examples of the use of power with authority in school (e.g., principal, teacher or
bus driver enforcing school rules).
1 - C1.0.3:
Give examples of the use of power without authority in school (e.g., types of bullying,
taking cuts in line).
1 - C2.0.1:
Explain how decisions can be made or how conflicts might be resolved in fair and just
ways (e.g., majority rules).
1 - C2.0.2:
Identify important symbols of the United States of America (e.g., Statue of Liberty,
Uncle Sam, White House, Bald Eagle).
1 - C5.0.1:
Describe some responsibilities people have at home and at school (e.g., taking care
of oneself, respect for the rights of others, following rules, getting along with others).
1 - C5.0.2:
Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of
others, respect for rule of law, voting, volunteering, compassion, courage, honesty).
1 - P3.1.1:
Identify public issues in the school community.
1 - P3.1.2:
Use graphic data to analyze information about a public issue in the school
community.
1 - P3.1.3:
Identify alternative resolutions to a public issue in the school community.
1 - P3.3.1:
Express a position on a public policy issue in the school community and justify the
position with a reasoned argument.
1 - P4.2.1:
Develop and implement an action plan to address or inform others about a public
issue.
1 - P4.2.2:
Participate in projects to help or inform others.
Common Core State Standards
1 - RL.1:
Ask and answer questions about key details in a text.
1 - RL.2:
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
1 - RL.3:
Describe characters, settings, and major events in a story, using key details.
1 – RL.4:
Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses.
1 - RL.7:
Use illustrations and details in a story to describe its characters, setting, or events.
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Unit 5: How Do We Get Along with Others?
1 - RL.9:
1 – RL.10:
SS0105
Compare and contrast the adventures and experiences of characters in stories.
With prompting and support, read prose and poetry of appropriate complexity for
grade 1.
1 – RI.1:
Ask and answer questions about key details in a text.
1 – RI.2:
Identify the main topic and retell key details of a text.
1 - RI.3:
Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
1 – RI.4:
Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text.
1 – RI.6:
Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
1 – RI.7:
Use the illustrations and details in a text to describe its key ideas.
1 – RI.10:
With prompting and support, read informational texts appropriately complex for grade
1.
1 – RF.3:
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel
sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into
syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
1 – RF.4:
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
1 – W.1:
Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.
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Unit 5: How Do We Get Along with Others?
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1 - W.2:
Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.7
1 - W.3:
Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
1 – W.5:
With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.7
1 - W.8:
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
1 - SL.1:
Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
specking one at a time about the topics and texts under discussion)
b. Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
1 - SL.2:
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
1 - SL.3:
Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
1 - SL.5:
Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
1 - SL.6:
Produce complete sentences when appropriate to task and situation. (See grade
1 Language standards 1 and 3 on page 26 for specific expectations.)
1 - L.2:
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
b. Use end punctuation for sentences.
d. Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
(portions omitted)
1 - L.6:
Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using frequently occurring conjunctions to
signal simple relationships (e.g., because).
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Families and Schools
Unit 5: How Do We Get Along with Others?
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Key Concepts
authority
citizen
conflict
consequences
country
enforcement
equality
fairness
freedom
majority rules
patriotism
power
responsibility
rights
rules/laws
symbols
vote
Lesson Sequence
Lesson 1:
Why Do We Need Rules?
Lesson 2:
What is Fairness?
Lesson 3:
What Makes Rules Fair?
Lesson 4:
Who Gets to Make the Rules?
Lesson 5:
How Do We Enforce Rules?
Lesson 6:
What Should You Do When Rules Conflict?
Lesson 7:
What Symbols Represent Us as Citizens of the United States?
Lesson 8
Creating Fair Rules for Our Neighborhood
Lesson 9:
Sloppy Sally Comes to the Neighborhood
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative/Other
2 large poster boards or butcher paper for signs
3x5 index cards (enough for all students plus one extra
5x8 piece of green construction paper, cut to resemble long grass
2 long strips of butcher paper – one red and one blue
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Families and Schools
Unit 5: How Do We Get Along with Others?
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11x17 paper
Chalk or white board
Chart Paper
Construction paper (11”x18”)
Large black marker
Markers or crayons
Milk cartons (enough for all students plus one extra)
Overhead projector or Document Camera/Projector
Other art supplies as desired
Tape or glue
A toy car (Matchbox or Brio work well)
A toy dog (Legos, Lincoln Log, or Brio work well)
An adult volunteer to play the role of Sloppy Sally in Lesson 9
Student Resource
Berger, Samatha. Martha Doesn't Share. New York: Little, Brown Books for Young Readers, 2010.
∗
*Berry, Joy. Let’s Talk About Being Fair. Pheonix, AZ: Gold Star Publishing, Inc., 1986 & 2000.
*Brimner, Larry Dane. School Rules. (Rookie Choices Series). New York: Scholastic, 2002.
Center for Civic Education. Fair Bears Learn About Justice (Foundations of Democracy
Series). California: Center for Civic Education, 1998.
*- - -. Orb and Effy Learn About Authority (Foundations of Democracy Series). California: Center
for Civic Education, 1999.
*- - -. The Zookeeper Learns About Responsibility (Foundations of
Democracy Series). California: Center for Civic Education, 1998.
Danziger, Paula. Second Grade Rules, Amber Brown. N.Y: Penguin Group USA, 2004.
Douglass, Lloyd. The Statue of Liberty (Welcome Books American Symbols Series). New York:
Rosen Books, 2003.
- - -. The Bald Eagle (Welcome Books American Symbols Series). New York: Rosen Books, 2003.
- - -. The White House (Welcome Books, American Symbols Series). New York: Rosen Books,
2003.
Flack, Marjorie. The Story of Ping. N.Y: Scholastic Book Services, 1968.
∗
Finn, Carrie. Kids Talk About Fairness. New York: Picture Window Books, 2006.
Although not used specifically in the lessons for this unit, these resources are included to provide meaningful options
for teachers.
∗
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Unit 5: How Do We Get Along with Others?
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*Havill, Juanita and Anne Silbey O’Brien. Jamaica Tag-Along. Boston, MA: Sandpiper, 1990.
*Hutchins, Pat. The Doorbell Rang Big Book. New York: Greenwillow Books, 1994.
Marzollo, Jean. Happy Birthday, Martin Luther King NY: Scholastic, 1993.
Marx, David F. Martin Luther King Jr. Day. NY: Children’s Press, 2001.
*Mayer, Cassie. Being Fair (Citizenship Series). Chicago, IL; Heinemann Raintree, 2008.
*- - -. Being Responsible (Citizenship Series). Chicago, IL; Heinemann Raintree, 2008.
Meiners, Cheri J. Know and Follow Rules. Minneapolis, MN: Free Spirit Publishing, 2005.
*Naylor, Phyllis Reynolds. King of the Playground. New York: Aladdin Paperbacks, 1994.
O’Neill, Alexis. The Recess Queen. New York: Scholastic, 2002.
Pinkwater, Daniel Manus. The Big Orange Splot. NY: Scholastic, Inc., 1977.
*Rowe, Don. The Sandbox: A book about Fairness. Mankato, MN: Picture Window Books, 2001.
Suen, Anastasia. Cutting in Line Isn’t Fair. Edina, MN: Magic Wagon, 2008.
*Sommer, Carl. It’s Not Fair. Houston, TX: Advance Publishing, 2003.
Swope, Sam. The Araboolies of Liberty Street. NY: Farrar, Straus and Giroux, 2001.
Teacher Resource
About the White House. The White House. 13 September 2011
<http://www.whitehouse.gov/about/white-house-101/>.
Bald Eagle: Creature Features. National Geographic. 13 September 2011
<http://kids.nationalgeographic.com/kids/animals/creaturefeature/baldeagle/>.
The Big Orange Splot. YouTube. Afterschooldigital. 4 Dec. 2008. 11 August 2011
<http://www.youtube.com/watch?v=5cPfjzYJcok>. (children reading the story)
The Big Orange Splot. YouTube. Littlegreenghoul. 17 March 2011. 11 August 2011
<http://www.youtube.com/watch?v=93m5ro3ACpY&feature=related>. (animated but sound
is low)
Although not used specifically in the lessons for this unit, these resources are included to provide meaningful options
for teachers.
∗
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Unit 5: How Do We Get Along with Others?
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Bloom, Amy and Mark Raffler. Supplemental Materials (Unit 5, Lessons 1-9). Teacher-made
material. Michigan Citizenship Collaborative Curriculum, 2011.
Inside The White House. The White House. 13 September 2011
<http://www.whitehouse.gov/about/inside-white-house>.
Statue of Liberty - Light Show – 9.28.06. YouTube. 13 Sept. 2011
<http://www.youtube.com/v/NYvDReH7dLs>.
Statue of Liberty. National Park Services. 13 September 2011 <http://www.nps.gov/stli/index.htm>.
Symbols of the U.S. Government: Statue of Liberty. Ben’s Guide to Government. 13 September
2011 <http://bensguide.gpo.gov/3-5/symbols/ladyliberty.html>.
Symbols of the U.S. Government: The Bald Eagle. Ben’s Guide to Government. 13 September
2011 <http://bensguide.gpo.gov/3-5/symbols/eagle.html>.
Symbols of the United States: Uncle Sam. Ben’s Guide to Government. 13 September 2011
<http://bensguide.gpo.gov/3-5/symbols/unclesam.html>.
The Executive Branch. The White House. 13 September 2011 <http://www.whitehouse.gov/ourgovernment/executive-branch>.
The Meaning and History of Flags. Historical Resources, Suite 101. 13 September 2011
<http://www.suite101.com/content/flag-speak-a198592#ixzz1XTZYbD60>.
The Statue of Liberty. The Statue of Liberty – Elllis Island Foundation. 13 September 2011
<http://www.statueofliberty.org/Fun_Facts.html>.
White House Interactive Tour. The White House. 13 September 2011
<http://www.whitehouse.gov/about/interactive-tour>.
Resources for Further Professional Knowledge
Better Together. The Saguaro Seminar. Civic Engagement in America. Harvard Kennedy School.
Harvard University. 20 Sept. 2011 <http://www.bettertogether.org/>.
Center for Civic Education. 20 Sept. 2011 <http://www.civiced.org/index.php?page=lesson_plans>.
CIRCLE. The Center for Information and Research on Civic Learning and Engagement. Tufts
University. 20 Sept. 2011 <http://www.civicyouth.org/>.
Citizenship Education. 20 Sept. 2011
<http://www.ecs.org/html/educationIssues/CitizenshipEducation/CitEdDB_intro.asp>.
Ehrenhalt, Alan. The Lost City: Discovering the Forgotten Virtues of Community in the Chicago of
the 1950s. NY: BasicBooks, 1995.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Unit 5: How Do We Get Along with Others?
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National Alliance for Civic Education. 20 Sept. 2011 <http://www.cived.net/>.
National Center for Learning and Citizenship. 20 Sept. 2011
<http://www.ecs.org/html/projectsPartners/nclc/nclc_main.htm>.
National Council for the Social Studies. 20 Sept. 2011 <http://www.ncss.org/>.
Putnam, Robert D. and David E. Campbell and Robert D. Putnam. AMERICAN GRACE: How
Religion Divides and Unites Us. NY: Simon & Schuster, 2010.
Putnam, Robert D. Bowling Alone: The Collapse and Revival of American Community. NY: Simon
& Schuster, 2000.
- - - and Lewis Feldstein. Better Together: Restoring the American Community. NY: Simon &
Schuster, 2003.
The Saguaro Seminar. Civic Engagement in America. Harvard Kennedy School. Harvard
University. 20 Sept. 2011 <http://www.hks.harvard.edu/saguaro/>.
Strategies for Teaching Social Studies. 20 Sept. 2011 <http://www.udel.edu/dssep/strategies.htm>.
Walzer, Michael. "Civility and Civic Virtue in Contemporary America." In Radical Principles:
Reflections of an Unreconstructed Democrat. NY: Basic Books, 1980.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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